Creating Universal Design for Learning (UDL) Small Groups: A More Inclusive Approach For All

We just got back from an amazing brunch on the beach! There was something for everyone. Vegetarian options, fish options, gluten-free, dairy-free, sugar-free, and nut-free options. They planned! They had the brunch set up, dare I say, using universal design…

Bear with me.

Recently, I was asked to explain the difference between differentiated instruction and Universal Design for Learning (UDL). I had to think about it a bit...and research what it truly meant, falling back on some experts who know their stuff. 

Think back to my brunch analogy—or picture an automatic door at a building entrance. Originally, those doors were designed to support accessibility for individuals in wheelchairs or elderly folks needing assistance. But who uses those doors now? Everyone! Parents with strollers, people carrying bags of groceries, someone who’s injured and needs a little extra help, even someone who just appreciates the ease after a long day. The design intended to support a few ended up benefiting everyone.

That’s the essence of UDL. When we create classrooms with universal design principles, we plan for everyone—not just specific struggling readers or students who may need extra help—understanding that every learner comes with individual needs and strengths. UDL proactively considers these differences from the outset, rather than addressing them reactively.

Universal Design originated in architecture and construction, particularly in public spaces like libraries. In the past, buildings were often constructed without adequate accommodations for accessibility. For instance, stairs were a standard feature, but not everyone can use stairs comfortably. Over time, many public buildings have been retrofitted with ramps, handrails, and other features to support those with mobility or vision impairments.

What started as essential modifications for some soon proved beneficial for all—parents with strollers, travelers with heavy luggage, and many others also found ramps and handrails helpful. However, retrofitting for accessibility often comes with challenges. It can be expensive, time-consuming, and, because it’s an afterthought, is sometimes done hastily or with only one specific need in mind, resulting in limited functionality.

By designing inclusively from the start, we can create spaces that work for everyone.

UDL vs. Differentiated Instruction: What's the Difference?

Universal Design for Learning (UDL) and differentiated instruction are both strategies aimed at supporting diverse learners, but they differ in framework. UDL is proactive, designing lessons and materials that are accessible to all students from the start. In contrast, differentiated instruction is more reactive, adjusting content, process, or product based on the specific needs of individual students or groups after identifying where they need extra support.

In a typical classroom, 100% of students receive the teacher's general instruction. However, around 10% may not respond fully to these standard methods and need Tier 2 support. This level of intervention often includes small-group or one-on-one instruction or alternative ways to demonstrate learning, helping these students bridge learning gaps and progress alongside their Tier 1 peers. Yet, approximately 5-10% of Tier 2 students might need even more specialized support, falling into Tier 3, where differentiated instruction—such as a pull-out model or other specific accommodations—is necessary to meet their unique learning needs. 

Back to my brunch analogy. What if the restaurant simply waited for us to show up? They knew we would be hungry. They knew we wanted food. As they took our orders, what if they began discovering some diners needed vegetarian options, while others needed gluten-free meals? The chef has to feverishly work to prepare new dishes for each of those diners. 

As educators, we often have to wait to identify students as Tier 1 or Tier 2 before we create interventions. While this approach addresses specific needs, teachers create differentiated instruction that tends to be reactive and individualized, creating separate paths for each student. Though valuable in meeting unique needs, it can feel time-consuming—often like we’re scrambling to make last-minute accommodations. We are preparing for one student, not all. Not efficient.

By contrast, UDL is like that brunch buffet that was thoughtfully set up with options to accommodate everyone’s needs from the start. Center for Applied Special Technology, or CAST, the organization that developed UDL, emphasizes that this approach is grounded in proactive, flexible design. It incorporates multiple means of representation, expression, and engagement so that every learner can access the content, interact with it, and demonstrate what they know in ways that work best for them.

Why UDL Matters: The Impact of a Universal Design Approach

CAST (Center for Applied Special Technology) research shows that UDL not only makes learning more accessible for all but also boosts motivation and deepens understanding for all learners. By giving all students choices and multiple paths to access information, UDL taps into engagement, helping learners feel empowered and invested in their learning journey. It shifts the responsibility from the teacher (phew) constantly modifying for each need, to a classroom environment designed to be flexible and responsive from the beginning.

When we think about UDL, we’re not only thinking about supporting those who may need specific accommodations; we’re creating an inclusive, supportive, and efficient learning environment for every student. They choose how to show what they know in a way that plays to their strengths and is motivating for them.  Just as a brunch buffet offers something delicious for everyone without singling out who needs which option, a UDL classroom anticipates a diversity of needs and preferences so that all students feel they belong and have equal access to success.

Let me use myself as a case study.  I would love to say I’ve been the perfect teacher through the years, using the latest and greatest techniques.  I've used different methods, and I especially loved differentiating for my students. My small group rotation, about an hour a day, has always been the highlight of my school day.  This was the part of the school day where I saw the most authentic learning.  In addition, my transitions were fluid and well-managed.  All students were able to move about with ease and purpose.  However…I would spend hours after school planning with my team, or alone….based on student needs. For example, 3 students were reading at level J when they should be at M.  6 students scored very low on their word work.  Others showed a lack of proficiency in other areas. I would then create personalized activities that these students could do, to raise their skills. 

Fast forward to today. My small groups continue to be a favorite part of the day.  Students are still engaged and confident.  The variability still exists. I know there are going to be readers with a myriad of gaps and needs. As an educator, I know there will be students who are coming to my lessons with gaps.  With this knowledge, and teamwork with my teaching cohorts and professional learning communities, we plan. Students are all given specific choices to use. The choices are offered to all. They can use scaffolded tools that they need to read, communicate, and show what they know.  For example, if a student needs to take a written assessment to show they’ve understood a story, they can choose to give an oral response instead or pair up with a friend to answer some questions about a story in a comfortable way. 

I remember decades ago when I stumbled on this framework, without really knowing it. It was the end of a science unit.  All the students had taken their written exam.  About ⅓ got lower scores and 2 or 3 simply failed.  It was as if they did not understand any of the science concepts, which made no sense. I knew they did. So I went against what my other grade-level team was doing. I began the option of having a science "conversation" with the failing students. This was still differentiation, mind you. Students sat with me, the ones who failed, and we simply had a conversation with them, using the test questions but instead of written and multiple choice, we had an oral discussion…and guess what?  They did well!  They did really well!  But here was what was interesting. The ones who passed the science exam thought they could have done better too, and wanted the chance to talk it through with me. This became an option for the rest of the year for everyone.  Authentic learning for everyone.

I've also learned a lot from my daughter, who is autistic. Over the years, in various international schools, she was pulled out of class and placed in reading groups designed for struggling readers. Often, she was pulled with her twin brother, who genuinely needed support with phonics and word structures. This wasn’t Quinn’s need at all—she was a strong reader, performing well above her grade level. Despite this, teachers and specialists still grouped her with students needing foundational phonics instruction. I knew why they placed her there: she didn’t speak in class and didn’t write her answers on assessments. She was silent. Without a clear way to gauge her abilities, her teachers assumed this reading group would help her develop somehow. 

So, what if UDL had been in place? How would her experience have been different? In a UDL-aligned classroom, all students would have options for expressing what they know—through recorded responses, discussions with a teacher or classroom friend, or traditional written answers. Students could demonstrate their understanding in ways that felt natural and played to their strengths, allowing teachers to assess accurately. 

These simple, scaffolded tools aren’t just for students like Quinn; they benefit everyone. Any student, at any level, might find recording answers or using alternative forms of expression helpful. 

Creating an inclusive environment like this takes intention, particularly with large classes or limited resources. But it’s both possible and necessary. In the long run, it's less time-consuming as students learn through clear management

Creating UDL Small Groups: A More Inclusive Approach

In a UDL-inspired classroom, even small groups are designed with flexibility in mind, recognizing that every student has something to contribute and a unique way of accessing the content. Rather than grouping students based solely on ability or readiness—often a hallmark of differentiated instruction—UDL groups focus on giving students various ways to approach learning. These groups allow for more dynamic interaction and collaborative, authentic, real learning, where students can take advantage of different resources, options for demonstrating knowledge, and opportunities to engage based on their strengths and interests.

"Firm goals Flexible means".  I am not the originator of this quote, but I love it. With UDL, teachers can plan in their professional learning communities to maintain the rigor of learning standards and curriculum goals while providing flexibility for how students demonstrate mastery. 

For example, in a UDL reading group, each group is accessing the same core content but with different means that suit their individual learning preferences. Rather than assigning students to a specific reading level, we might use resources that allow everyone to choose from multiple ways to engage with the text. One group might use audiobooks, another graphic novels, and another text with built-in supports, like vocabulary help or comprehension questions. 

Understanding and embracing UDL is not about spending more time planning for more students. It is about planning with intention, so all learners feel included and empowered. Planning with your team, or in a professional learning community, can be really important for support and efficiency. By designing lessons and learning environments that naturally offer flexibility, we can anticipate and meet diverse needs before they arise—much like that well-planned brunch buffet where every guest is welcome to find something that suits them.

With UDL, we’re not waiting for gaps to appear and then scrambling to fill them; we’re creating an environment where every student can learn in ways that match their unique strengths. It’s about moving from reactive, last-minute adjustments to proactive, thoughtful design. And as we’ve seen, these inclusive practices aren’t just for some; they benefit everyone.